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1.
ABSTRACT

In Ireland primary RE is a fractured, contested, complex and changing territory devoid of a common language and characterised by a proliferation of syllabi and curricula generated for increasingly diverse school types. For centuries the dynamic decolonising process has led to a questioning of former orthodoxies and an attempted de-linking of the place and potency of the RE curriculum as well as a fundamental change in perception of the nature, identity and purpose of RE. Placing particular emphasis on the work of a variety of decolonial and postcolonial critical theorists, the authors engage in a theoretical interpretation of 5 keys waves of curricular decolonisation in Ireland. from the 16th to 21st centuries and argue that a historical contextualisation is vital in attempting to understand its nature. Currently RE’s perceived hegemonic status is challenged and its very existence within the curriculum is in jeopardy, as it faces a form of ‘cultural oblivion’. The repackaging of religion under the more acceptable form of human rights and world religions with a confusion and conflation of values, ethics and RE and a hybridity of curricular styles and content is symptomatic of the latest wave of this decolonising process.  相似文献   

2.
Chinese history (a subject entirely separate and distinct from ‘history’) has long been the most politically sensitive subject in Hong Kong's school curriculum. Previous studies have analysed the policies of the colonial and postcolonial Governments towards this subject. Here, we examine the role played by the Chinese history subject community (comprising teachers, academics and officials in the Government's educational bureaucracy), and look at the way in which this has operated as an autonomous interest group. We conclude that the influence of this subject community has been a key factor limiting the extent to which the local educational authorities have been able to develop a coherent policy in relation to history education in general, and the teaching of national history in particular. Specifically, advocates of the maintenance of Chinese history as a separate subject within the school curriculum have been able, by associating themselves with the post‐1997 agenda of ‘patriotic education’, to effectively hoist the local educational bureaucracy with its own petard.  相似文献   

3.
Religious Education (RE) in Greece is a compulsory school subject according the 2011 new framework for compulsory education, entitled ‘New School’. This article focuses on two statutory documents for RE, ‘The Curriculum for RE’ and the ‘The Teacher’s Guide for RE’, and the pilot scheme of the new curriculum running in school years, 2011–2014, in 188 schools (primary and secondary education). Findings of the research demonstrate that, though the revision seems inevitable, the pedagogical and theological dimension of the RE curriculum is radical as it is based on contemporary theories and methodologies of the construction of the curriculum and RE approaches. However, the article indicates constructivist and critical approaches to RE that influenced the change to an actual non-confessional compulsory subject and also highlighted the tension between an overall constructivist approach to learning and the traditional orthodox content of much of the curriculum. The author opens a discussion on problematic aspects that need to be taken in to consideration when revising the curriculum.  相似文献   

4.
ABSTRACT

New voices emerging in the global South are contesting the academy’s elitist and exclusionary ethos by disrupting the normalcy of coloniality. Concerns raised by the student protests of 2015 and 2016 have challenged the higher education sector to rethink its traditional teaching, learning, and assessment practices in response to student calls for decolonised and transformative curricula. This paper explores the ‘voice’ of the marginalised, who dare to ‘speak’ in authentic and provocative ways to call the university to action. We pose the questions: are alternative voices enough to inspire institutional change if traditional hierarchies of power remain intact? What does this mean for the collective project of re-imagining a university that carries a promise of social inclusion and social justice? What are the implications for academic development (AD) work, which finds itself on the margins, in service of mainstream (and dominant) epistemic and pedagogic practices? Using reflective narratives, and drawing on decolonial scholarship, this study explores a group process involved in curriculum change work at a university in South Africa. It raises challenges for AD and its role in the current context of change.  相似文献   

5.
This article draws data from two complementary studies in sub-Saharan Africa to highlight the problem of religious misrepresentation in (multi-faith) Religious Education (RE) at school in Malawi and Ghana. Employing Michael Apples’ conception of selective tradition, the article is critical of the confrontational disputation inherent in the RE in the two countries. The misrepresentation is analysed under themes related to classroom discourse and the nature of religion. It argues that RE could actually be counter-productive and thus end up misrepresenting religions instead of promoting them. Unless there is a radical shift in the areas identified, the subject will continue to present a distorted picture of religion and thus fail in its civic responsibility as a curriculum area that is perhaps best placed to inculcate pro-social values towards citizenship in a world of religious diversity.  相似文献   

6.
This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results also illustrate the potential value of place-based education in redressing the legacy of southern Africa’s colonial past in schools in Botswana and southern Africa.  相似文献   

7.
ABSTRACT

The colonial nature of South African universities remains a source of debate among students and academics. Decolonization as rethinking academic institutional practices seems less controversial; the specificity of how to decolonize the academia is the core of divergent arguments and contesting ideologies. Consequently, many suggestions and methods for the decolonization of South African universities have been proffered. Although some of these suggestions are pertinent, a critical question about what should South African academe decolonize from needs to be engaged. This requires a critical, theoretical and intellectual discourse of coloniality in order to rethink the academia in South Africa. Drawing from Anibal Quijano’s critical discourse of coloniality of power, this paper (re)visits the nature of coloniality, explores approaches to decolonization and situates these understandings to the academia in postcolonial South Africa. A polycentric approach to decolonization is supported with a goal of decolonization as innovations.  相似文献   

8.
ABSTRACT

Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers’ construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic discourse. Specifically, it examines the metaphors employed by participants in a series of focus group discussions (FGD) and provides important insights into how understanding is conceptualised by these pre-service teachers who are preparing to enter the RE profession. The metaphors employed by these pre-service teachers (‘understanding is SEEING’; ‘understanding is CONSTRUCTING’; ‘understanding is GRASPING’), focus on the dynamic and developmental nature of understanding (rather than on the outcomes) and reveal subject specific ways of thinking and practicing. This paper argues that each of the three conceptual metaphors employed by participants suggest particular ways of acting towards understanding with significant implications for teaching and learning in RE.  相似文献   

9.
Colonialism goes beyond territorial conquest: it affects one’s epistemological stance, worldviews and perceptions. Although most African countries gained independence in the 1960s, the impacts of colonialism continue to be present through modern-day globalization as a form of neocolonialism. Education systems in many countries in southern Africa continue to be grounded in Western viewpoints, marginalizing local Indigenous ways of knowing and being (I capitalize the word ‘Indigenous’ because it is a proper noun referring to particular people, their knowledges, ways of living, etc.). An increased number of scholars in southern Africa are engaging with counter-hegemonic strategies as frames of analysis to counter the impacts of neocolonialism. This paper reviews environmental education studies in southern Africa that have applied postcolonial theory as a frame of analysis either explicitly or implicitly. Postcolonial theory provides a platform to challenge the dominant truths espoused by Western thought. In doing so, it paves the way for other truths to have space in the knowledge discourses, including the sub-Saharan African worldview of Ubuntu/uMunthu. While many scholars are engaging with counter-hegemonic strategies, the review calls for the need for further research from postcolonial frames not only in southern Africa but also other parts of the world as well.  相似文献   

10.
ABSTRACT

Based on a qualitative research (2012–15) this paper is concerned with the identification of concepts and constructs of knowledge in RE. It is based on participative enquiry and educational action-research methodology. Over a three-year period, the researcher, teachers and the students of a High School in one of the most difficult social, economic and pedagogic environments in Greece collaborated and the resulting data were analysed by a team of independent researchers using quantitative and qualitative techniques. Findings point to the consideration of knowledge in education as an experience in which the content (what) of education is as important as the process (how). RE teaches an additional invaluable language with different religious meanings of concepts, which facilitates students’ communication with self and others, and offers an interpretation of the world. Such religious literacy is essentially provided at school in the framework of multi-literacies and is a result of an intersubjective process of the interconnection between thinking, reflection and action on what the curriculum positions on the top of the didactic triangle (content, teacher, student). In that process, to ‘know what I know’ and to provide ‘events with meaning’ based on experiential learning and its principles, is of inestimable value.  相似文献   

11.
ABSTRACT

While acknowledging higher education’s complicity in inequality, the premise of this paper is that curriculum transformation can be one means of challenging and dismantling structural injustices towards the goal of equity of access and outcomes. Fraser’s multi-dimensional framework for social justice is drawn upon to explore what this transformation requires. The framework is used to critique a particular case of curriculum intervention, Education Development in South Africa. In Fraser’s terms, the interventions have been largely affirmative, not transformative. In addition, they have focused on only the first dimension of justice, redistribution, and have generally failed to attend to misrecognition and representation. Overall, we argue that the responses of higher education institutions in South Africa to the challenges of a globalised, pluralist world have been affirmative, not transformative. A transformative approach demands a ‘reframing’ of the curriculum. This involves adjusting the scale of the problem, interrogating assumptions informing the norms of the curriculum, questioning current boundaries between ‘mainstream’ and ‘other’ students and reviewing the fitness of the curriculum for a pluralist society. The paper concludes with recommendations for what such a reframing of the curriculum might entail.  相似文献   

12.
ABSTRACT

This article explores supervision conferences in RE teacher education in Sweden. Two discourses that are often articulated in supervision conferences are ‘representation’ and ‘safe space’. These are investigated and presented as necessary components for becoming a competent teacher of upper secondary school RE in Sweden. The empirical material consists of observations of six RE supervision trialogues and interviews with the participants – student teachers, upper secondary school supervisors and university-based teacher educators. Based on the analysis of the empirical material, representation and safe space emerge as essential ‘RE teacher knowledge’. Furthermore, the antagonism between representation and safe space that emerges in the supervision trialogues is explored and highlighted. By way of conclusion, the presented discursive struggle is reflected on as a battle over power within the supervision triad.  相似文献   

13.
This article outlines the ‘Big Ideas’ approach to curriculum reform, as applied in the ‘Principles and Big Ideas of Science Education’ project. A critical analysis follows of the outcomes of the University of Exeter’s ‘Identifying Principles and Big Ideas for Religious Education’ project, which sought to apply the same approach to Religious Education (RE) in English schools. This project made great headway in generating ‘Big Ideas’ to inform and improve the selection and sequencing of RE curriculum content. However, its primary focus on subject content knowledge means that ‘Big Ideas’ about epistemology and methodology are lacking. The article recommends an additional focus on multi-disciplinary, multi-methodological, inquiry-based, reflexive learning, which would ask why, how, where and by whom our ‘knowledge’ of religion(s) and worldview(s) is generated. In this regard, the article posits four ‘Big Ideas about the study of religion(s) and worldview(s)’ to highlight the symbiotic relationship between knowledge and knower, and to reject the false dichotomy between the object of study and method of study. In so doing, it draws upon the theoretical framework underpinning the ‘RE-searchers approach’ to primary school RE, which correspondingly exemplifies how such ideas can be taught in practice.  相似文献   

14.
Abstract

This study adopted the modified Delphi method to build key competence indicators for the course subject ‘Environment’ in the secondary school curriculum in South Korea. 15 Delphi panelists participated, and were provided a three-stage questionnaire survey. The findings classified eight secondary school ‘environment’ curriculum key competencies into three domains: intellect-oriented, personality-oriented, and relationship-oriented. The intellect-oriented domain includes ‘critical-thinking ability,’ ‘creativity,’ and ‘problem-solving ability’; the personality-oriented domain includes ‘autonomy,’ ‘ability to reflect,’ and ‘environmental sensitivity’; and the relationship-oriented domain includes ‘communication ability’ and ‘ability to manage conflicts.’ These environmental competencies were utilized to revise the current environmental education curriculum as part of the 2015 revision of the National Curriculum and set the key competencies for environment classes. The paper concludes with the significance of developments in theorizing and implementing environmental education curriculums in Korea and abroad.  相似文献   

15.
ABSTRACT

Michael Young’s work is central to debates about knowledge and the school curriculum. In recent years he has renounced his early argument that school subjects represent the ‘knowledge of the powerful’, arguing instead that access and equality for all students are dependent on ensuring that all get access to ‘powerful knowledge’. This paper provides an interpretation of Young’s work.  相似文献   

16.
Abstract

Multicultural education (of which ‘multifaith’ RE in England and Wales is sometimes regarded as a subset) was attacked by antiracists in Britain in the 1980s. Although it is arguable that not all of the criticisms were valid, the debate raises questions about the efficacy of religious education in countering racism. The paper argues that a lack of analysis of the concepts ‘religions’ and ‘cultures’ in British RE has led to a representation of religious traditions which essentialises them, playing down their internal diversity, and which assumes a ‘closed’ view of cultures. A more flexible approach is suggested, drawing on work in ethnography and other social science disciplines, which might better combine with antiracist stances than earlier approaches. The work of the Warwick Religions and Education Research Unit is introduced briefly as an example of an attempt to address some of the above issues in terms of an integrated approach to theory, the study of religions in the community and the development of religious education curriculum materials.  相似文献   

17.
This paper investigates the educational philosophy and practices of Achimota School, which was established in the Gold Coast Colony (the southern part of today’s Ghana) in 1927 as the governmental model school for leadership education. Achimota’s education aimed to develop leaders who were ‘Western in intellectual attitude’, ‘African in sympathy’. To fulfil this objective, Achimota attempted to develop a curriculum that took into account the sociocultural background of African students while trying to provide an education on a par with that available at English public schools. The paper first examines the discourse surrounding the establishment of a model secondary school for African leadership, which involved diverse groups of people – colonial officials, missionaries, European educationists, traditional chiefs and African nationalists – and then reviews the relevant educational philosophies of the twentieth century. Finally, the paper describes the Achimota education as experienced by students, a mixed product of English public school tradition and ‘African tradition’. Regardless of the efforts to balance the two ‘traditions’, what was actually created was a new Achimota culture that selected essences from different ‘traditions’ and remoulded them for a novel purpose.  相似文献   

18.
The main purpose of this article is to expose and disrupt discourses dominating global development in an English school geography textbook chapter. The study was prompted by a teacher’s encounter with cultural difference in a geography lesson in South Korea. I investigate the issues raised through the lens of a new curriculum policy in English schools called ‘Promoting Fundamental British Values’ which forms part of England’s education-securitisation agenda, a topic of international attention. Following contextualization across research fields and in recent curriculum and assessment policy reform, I bring together theoretical perspectives from curriculum studies and Continental philosophy that do not usually speak to each other, to construct a new analytical approach. I identify three key themes, each informed by colonial logic: ‘development’, ‘numerical indicators’ and ‘learning to divide the world’. The inquiry appears to expose a tension between the knowledge of the textbook chapter and the purported aims of the British Values curriculum policy, but further investigation reveals the two to be connected through common colonial values. The findings are relevant to teachers, publishers, textbook authors, policy-makers and curriculum researchers. I recommend a refreshed curriculum agenda with the politics of knowledge and ethical global relations at its centre.  相似文献   

19.
《教育政策杂志》2012,27(1):46-67
ABSTRACT

Framed as being in response to terrorist attacks and concerns about religious bias in some English schools, ‘British Values’ (BV) curriculum policy forms part of the British Government’s Counter-Terrorism and Security Act, 2015. This includes a Duty on teachers in England to actively promote British Values to deter students from radicalisation. This paper, first, traces the history of Britishness in the curriculum to reveal a prevalence of nationalistic, colonial values. Next, an ensemble of recent policies and speeches focusing on British Values is analysed, using a psycho-political approach informed by anti-colonial scholarship. Finally, we interrogate two key critiques of the British Values curriculum discourse: the universality of British Values globally, and concerns over the securitisation of education. Findings indicate that the constitution of white British supremacist subjectivities operate through curriculum as a defence mechanism against perceived threats to white privilege, by normalising a racialised state-controlled social order. The focus is on ‘British’ values, but the analytic framework and findings have wider global significance.  相似文献   

20.
Abstract

Since 1989, the Portuguese education system has undergone curricular reform which has introduced deep structural changes to the subject of physical education (PE). PE has become a compulsory and examinable subject within the ‘core curriculum’ of all school years (1 st to 12th grade). National curricular plans for basic and secondary education have also been introduced. This paper provides a view of the political options which have underpinned the present curricular project of PE in Portugal and compares practices in that country with those in Belgium. The analysis first describes the ‘curriculum as text’ before focusing attention on the ‘curriculum as action’. The analysis explores the nature of teachers’, pupils’ and parents’ beliefs, values and attitudes that together mediate the curriculum as text, help define contexts of PE, and influence public and political attitudes towards the subject. The paper points to the importance of both researchers and teachers for the development of effective teaching and learning in PE.  相似文献   

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